The School Library Media Program (SLMP) is one of the areas of concentration within the Master of Library and Information Studies (MLIS) degree program at the University of Rhode Island Graduate School of Library and Information Studies (GSLIS). The MLIS program is accredited by the American Library Association (ALA), and the School Library Media Program (SLMP) is approved by both NCATE and NASDTEC. The MLIS school library media program is designed to produce students who combine professional knowledge and skills with a commitment to professional ethics and "to ensure that students and staff are effective users of ideas and information" in a diverse society. The GSLIS is a community of learners who value the contributions of all individuals and celebrate diversity. The GSLIS mission is "to exercise leadership in the global information age through research, service, and the preparation of knowledgeable and ethical professionals who can serve the library and information needs of a diverse society."

In addition to the MLIS program, GSLIS also offers a Teacher Certification Program (TCP) for individuals who have earned the MLIS but apply to return to complete all the requirements of the School Library Media Program. In addition to delivering courses in Rhode Island, GSLIS also offers courses at campuses at the University of Massachusetts and the University of New Hampshire to support the development of library media specialists throughout the New England region.

The goals of the MLIS program focus on five areas. Those goals and the objectives that support them are:

Goal 1 (Academic Program): To prepare students for leadership roles in library and information services by offering a high quality academic program.

Objectives to achieve this goal:

The GSLIS will:

1.1 Provide a strong foundation in library and information studies through a

coherent core curriculum.

1.2 Supplement the core courses with flexible electives that support the career

objectives of students in libraries, information agencies, and other settings.

1.3 Provide opportunities for individualized study through supervised

practicums, professional field experiences, and independent work, including

projects, research, and publications.

1.4 Provide an intellectual atmosphere of active learning and collegiality.

1.5 Provide students with opportunities for collaborative research with faculty and

practitioners and collaborative projects within classes.

1.6 Instill professional attitudes toward scholarship, research, and service; and

instill a commitment to professional ethics.

1.7 Develop and maintain links and collaborative interdisciplinary programs with

other URI Departments, Colleges, and especially University Focus Areas and

the Alan Shawn Feinstein College of Continuing Education.

1.8 Provide a foundation of knowledge that enables graduates to meet the

school's stated educational outcomes and to demonstrate leadership skills in

the profession.

1.9 Provide a systematic process of course and instructor evaluations.

1.10 Provide mechanisms for regular program review and revision.

1.11 Integrate information technology into course content and delivery.

1.12 Integrate diversity concerns into course content.

1.13 Provide opportunities for distance learning.

Goal 2 (Faculty): To provide a dedicated, talented, and diverse faculty who contribute to the profession, the academic community, and society through teaching, research, and service.

Objectives to achieve this goal: The GSLIS will:

2.1 Recruit and retain a diverse faculty committed to providing the highest quality in teaching, research, and service.

2.2 Provide support for faculty teaching, research, and service.

2.3 Pursue excellence in teaching.

2.4 Offer individualized guidance and mentoring to students with a sensitivity

toward cultural differences.

2.5 Maintain an active research agenda that leads to scholarly publications.

2.6 Collaborate with other professionals and students in research activities to

further the advancement of the profession or to enhance library services.

2.7 Pursue research to link with other fields of knowledge and in support of

University Focus Areas.

2.8 Pursue external research support when feasible.

2.9 Disseminate and share research at state, regional, national, and international

conferences and workshops.

2.10 Serve in leadership roles in professional associations.

Goal 3 (Students): To attract and retain highly motivated and academically qualified students from a wide variety of backgrounds who will become dedicated library and information professionals.

Objectives to achieve this goal: The GSLIS will:

3.1 Utilize a variety of means, including exhibits, conferences, and the Internet,

for recruitment.

3.2 Provide opportunities for mentoring.

3.3 Provide career information for students and potential students via

collaboration with professional associations.

3.4 Target underrepresented minorities in recruitment and retention programs.

3.5 Support the University's goals for equality of opportunity and follow the

affirmative action guidelines for non-discrimination.

3.6 Offer an affordable public university education in Rhode Island and public

distance education program in New England.

3.7 Assist students in developing coherent programs of study.

3.8 Involve students in the governance of the school.

3.9 Provide scholarships and assistantships to recognize and support student

achievement and potential.

3.10 Encourage and support student membership and participation in professional organizations.

Goal 4 (Culture and Environment): To provide a culture that encourages mutual respect and collaboration in learning, research, and service; and to create an environment that values contributions to the profession and society.

Objectives to achieve this goal: The GSLIS will:

4.1 Incorporate high ethical standards and a commitment to information access

into the program, as exemplified by the American Library Association's

Library Bill of Rights and the codes of ethics of the American Library

Association, the American Society for Information Science, and other related

professional associations.

4.2 Provide opportunities for service and growth as information professionals via

professional field experiences, practicums, interdepartmental partnerships,

professional associations, and independent projects.

4.3 Support the continued professional growth of students, graduates, and

members of the state and regional library community by offering continuing

education activities, including collaborative programs with other university

units and/or professional organizations.

4.4 Consult, collaborate, and communicate with library and information

professionals, especially in support of the New England Regional Program.

4.5 Foster collegiality and community through student, alumni, and other

associations.

4.6 Provide appropriate physical facilities and technological support for a

productive learning and teaching environment for students and faculty.

4.7 Provide a supportive environment for students from all cultural backgrounds

at all delivery locations.

4.8 Provide for systematic planning and evaluation to insure appropriate physical

facilities and technological support for the school.

Goal 5 (Service and Outreach): To serve in local, regional, national, and international academic and professional communities and to cultivate mutually supportive relationships, especially within the New England region.

Objectives to achieve this goal: The GSLIS will:

5.1 Encourage collaborations and service with faculty representation on academic committees and in professional organizations.

5.2 Support the continued professional growth of students, graduates, and

members of the state and regional library community by offering continuing

education activities, including collaborative programs with other university

units and/or professional organizations.

5.3 Consult, collaborate, and communicate with library and information

professionals, especially in the New England Region.

5.4 Support faculty membership, participation, and leadership in professional

organizations and projects.

5.5 Encourage and support student membership and participation in professional

associations.

5.6 Work with others both within and beyond the University community to

provide support for the University Focus Areas.

5.7 Provide opportunities for library and information service to diverse

communities.

The School also has a set of educational outcomes that all MLIS graduates are expected to meet:

A graduate of GSLIS should:

1. Possess awareness of the range of services and resources that can be provided by libraries and other information agencies to meet the educational, recreational, developmental, and informational needs of users.

2. Be guided by a set of professional ethics, based on a knowledge and understanding of the professional codes of organizations such as the American Library Association, the Special Libraries Association, and the American Society for Information Science.

3. Understand issues and values relating to intellectual freedom, intellectual property rights, equitable access to information, confidentiality, and privacy rights.

4. Apply the principles and theories needed for the selection, acquisition, preservation, organization, storage, retrieval, dissemination, use, and evaluation of recorded information and ideas of society.

5. Demonstrate competence in using information technologies to access information and provide patrons with access to information resources in all formats.

6. Demonstrate the ability to instruct patrons in the mastery of information literacy, which includes the skills needed to locate, access, use and evaluate information resources in all formats.

7. Exhibit interpersonal skills and respect in the treatment of colleagues and patrons.

8. Communicate effectively using appropriate media, including the written, oral, graphic, and nonverbal.

9. Demonstrate a commitment and ability to serve the information needs of users and nonusers.

10. Identify and evaluate the information needs of the community served, and tailor information resources and services to them.

11. Recognize and respond proactively to the information needs of individuals of diverse backgrounds, ages, developmental stages, learning styles, and circumstances.

12. Manage library and information services effectively, applying the principles and practices of management to assure the highest quality of service to all.

13. Understand the process of research and be able to apply published research and in-house evaluations to the improvement of library and information services.

14. Master problem-solving and critical thinking skills.

15. Deal flexibly and strategically with change, adapting new resources and technologies to the support of essential institutional missions.

16. Understand the importance of community outreach and the formation of strategic alliances.

17. Demonstrate a commitment to continued professional growth.

18. Serve the profession and society, through participation and leadership in professional organizations, writing, and other contributions to the field.

19. Work collaboratively with colleagues to accomplish mission, goals, and objectives.

20. Respect the importance of diversity in its broadest sense in collections, services, and staffing.

The students in the School Library Media Program are continuously assessed on theory, knowledge, and practice in library media education through all of our required courses. All students create instructional learning units in LSC 520 and LSC 529 and teach and integrate the AASL/AECT Nine Information Literacy Standards into curriculum frameworks. Students demonstrate mastery of the roles stated in the philosophical and research based national guidelines, Information Power: Building Partnerships for Learning, (1998, AASL/AECT) in LSC 520 and LSC 596. Moreover, the GSLIS begins a file on each student at the time s/he begins the program and that file is updated throughout the student's time in the program. Each student completes a program of study at the beginning of the program with the guidance and approval of his/her advisor which is also approved by the GSLIS Director and the Dean of the Graduate School. The advisor, the GSLIS Director, and the Dean must also approve any changes to this program of study.

Two students and advisees of Prof. Cheryl McCarthy completed electronic portfolios in Spring 2002 for completion of their program, demonstrating mastery of the standards. Profs. Naomi Caldwell and Michael Havener are planning to create a template for an electronic portfolio for school library media students similar to the one used by SOE by incorporating the eleven Rhode Island Beginning Teacher Standards and the four roles for school library media specialist: teacher, information specialist, instructional partner, and program manager.

Students are evaluated on their application of education theory, instructional strategies, constructivist learning and learning styles by creating and teaching an instructional unit in LSC 520 in the summer or fall prior to their practicum (LSC 596). Students must earn a B or better in LSC520 with the recommendation of their teacher/advisor/supervisor for placement in two library media practicums (LSC 596). School library media students are evaluated by both their university supervisor and their practicum cooperating media specialists in LSC 596 based on mastery of all four roles of the library media specialist as outlined in Information Power: Building Partnerships for Learning: teacher, information specialist, instructional partner, and program administrator, and mastery of the RI Beginning Teacher Standards. Moreover, all students provide evidence in their portfolios of mastery of the Rhode Island Beginning Teacher Standards, or mastery of the Interstate New Teacher Assessment and Support Consortium (INTASC) Standards (for out-of-state students). In LSC 596, the University supervisor evaluates each student’s work on site with the cooperating media specialist and also assesses students’ portfolio with evidence, artifacts and rationales, documenting mastery of the following eleven Rhode Island Beginning Teaching Standards:

1. Teachers create learning experiences using a broad base of general knowledge that reflects an understanding of the nature of the world in which we live.
2. Teachers create learning experiences that reflect an understanding of central concepts, structures, and tools of inquiry of the disciplines they teach.
3. Teachers create instructional opportunities that reflect an understanding of how children learn and develop.
4. Teachers create instructional opportunities that reflect a respect for the diversity of learners and an understanding of how students differ in their approaches to learning.
5. Teachers create instructional opportunities to encourage students' development of critical thinking, problem solving, and performance skills.
6. Teachers create a learning environment that encourages appropriate standards of behavior, positive social interaction, active engagement in learning, and self-motivation.
7. Teachers foster collaborative relationships with colleagues and families to support students' learning.
8. Teachers use effective communication as the vehicle through which students explore, conjecture, discuss, and investigate new ideas.
9. Teachers use a variety of formal and informal assessment strategies to support the continuous development of the learner.
10. Teachers reflect on their practice and assume responsibility for their own professional development by actively seeking opportunities to learn and grow as professionals.
11. Teachers maintain professional standards guided by legal and ethical principles.

In addition, the SLMP students demonstrate subject knowledge and competency in meeting the following objectives in LSC 520 School Library Media Services and also apply these during LSC 596 Professional Field Experience: School Library Media Practicum and Seminar:

1. To provide intellectual access to information by planning instructional units for systematic learning activities for a diverse population in all curriculum content areas.
2. To provide physical access to information in all media formats for all students in a well designed library media policy manual planning for a carefully selected and organized collection within the library and a mechanism for access outside the library media center through networks to enhance access and resource sharing.
3. To provide instructional units for learning experiences that encourage students to be effective communicators and creative users of information and ideas using a variety of media and technology.
4. To provide a plan for instructional support services through leadership, instruction and assistance to teachers in jointly planning instructional units using informational and instructional technologies through collaborative efforts.
5. To provide a plan for resources and learning activities that encourage lifelong learning and lifelong reading by promoting literacy while emphasizing a whole language approach in elementary grades and an integrated and resource based approach to information skills on the middle and secondary level.
6. To provide a plan for a facility that functions as the information center of the school fully integrated into the curriculum of the school
7. To provide a plan for equity and freedom of access to information and ideas through resources and learning activities representing a diversity of cultural perspectives and promoting effective and responsible citizenship necessary in a democracy.

(Adapted from Information Power. See syllabus for LSC 520)

Students are also evaluated in individual courses by class participation, application of new technologies, professional performance on individual and group presentations (oral, online, and using a variety of media and technology), as well as written assignments (term papers, literature reviews, collection development projects) and reading logs and journals reflecting on practice. The final assessment is a master's level comprehensive exam.

Students are admitted into the MLIS program based upon the following requirements:

• Bachelor's degree from an accredited institution

• Undergraduate grade point average of B or better

• Graduate Record Examination or Miller Analogies Test scores at the 50th percentile or above; GRE or MAT waived for applicants with a master's degree

• Two letters of recommendation, preferably from previous instructors or employers

• Statement of purpose

• Current Resume

The Schools' Admissions Committee may recommend admission of an applicant whose overall record indicates potential for success in the MLIS program even though all criteria for admission may not have been met at the stated level. Final decision on admission rests with the Dean of the Graduate School.

Students who desire the School Library Media Certification Program meet the same requirements for admission to the MLIS program. Students discuss in their "Statement of Purpose" their commitment to work in a School Library Media Program and meet state standards. During their interview with their advisor for the School Library Media Program, students make a commitment to meet the Rhode Island Beginning Teacher Standards and to educate all students K-12 to become information literate by teaching Information Literacy Standards.

University or Rhode Island

Graduate School of Library and Information Studies

School Library Media Program

Admissions and Assessment Procedures

Upon acceptance to the MLIS school library media program or TCP program, each candidate must complete an official Program of Study in consultation with his or her advisor. As a provisional school library media candidate, students are required to take the following URI courses:

Candidate's Course of Studies:

The forty-two (42) hour MLIS program requirements for the school library media program are:

1.Fifteen (15) hours of core courses

LSC 502: Management of Library and Information Sources

LSC 504: Reference & Information Services

LSC 505: Organization of Information

LSC 508: Introduction to Information Science & Technology

LSC 557: Research and Evaluation in Library and Information Science

2.Six (6) hours of literature courses:

LSC 530: Reading Interests of Children, and

LSC 531: Reading Interests of Young Adults

3.A three (3) hour media course:

LSC 528 Media in the Library,

Or

LSC 529 Theory and Production of Library Media

4.A three (3) hour administration/instruction course:

LSC 520: School Library Media Services (must be taken in the summer or

Fall prior to practicum)

5.Nine (9) hour supervised field experience:

LSC 596 School Library Media Practicum and Seminar (to be taken in the

final spring semester) 150 hours/5 weeks in an Elementary School and 150

hours/5 weeks in a Secondary School.

6.Six (6) hours of electives including ED503 or an education/instruction equivalent approved by the advisor*.

Students are assigned an advisor in the School Library Media Program and complete a program of study with the approval of their advisor, Director of the GSLIS and Dean of the Graduate School. The student’s advisor meets, monitors and evaluates the student’s progress throughout the program, and especially in LSC 520 to determine readiness and preparation for the field experience. Students are counseled and provided additional assistance to ensure readiness for their practicum placements by the instructor/advisor and are required to work 60 hours in two School Library Media Programs in the fall prior to their practicum. In addition, students are evaluated on their performance and documentation in their portfolios from their two school sites, one elementary and one secondary, in LSC 596, to ensure mastery of the RI Beginning Teacher Standards and mastery of the four roles of the library media specialist. Students are also assessed on their reflections in their journal entries and seminar discussions in LSC596 Seminar class. The final assessment is a Master's level comprehensive exam. Students also take the NTE Praxis II, "Principles of Teaching and Learning" exam.

Students meet readiness standards by demonstrated performance assessment of the objectives in LSC 520 as described in 1.01. (See also the syllabus and rubrics for LSC 520 in Appendix). Students in LSC 520 build on the knowledge and skills that they have acquired during the 21 hours of perquisites that they must take prior to enrolling in LSC 520.

LSC 596 Professional Field Experience: School Library Media Practicum and Seminar is a nine credit graduate course that focuses on directed field experiences in two school library media centers for a total of 300 hours (150 hours in an elementary school program and 150 hours in a secondary school program) and participation in biweekly seminar classes on campus. Students perform the four roles of a school library media specialist: teacher, information specialist, instructional partner, and program manager. This course is the capstone course for the library media/teacher certification track for all students in the school library media program. Students enrolled in the School Library Media Practicum have successfully completed LSC 520 School Library Media Services with a B or better and have been interviewed for readiness by their faculty supervisor for the Practicum.

Each student is required to develop an electronic exit portfolio. This exit portfolio/e-folio will enable the student to showcase evidence of his/her field experiences and how they met or exceeded achievement of the eleven Rhode Island Beginning Teacher Standards (RIBTS). In addition, the exit e-portfolio will document the level to which students are prepared to receive approval for teaching certification in School Library Media grades kindergarten through twelve.

Evidence included in exit e-portfolio documents the students’ application of Information Literacy Standards and other subject area standards as used during the field experiences. The practicum supervisor will assess the electronic exit portfolio based on the stated tasks and criteria using the rubric at http://www.uri.edu/artsci/lsc.

The rubric is divided into four sections: Task (artifacts), Unacceptable, Acceptable, and Exemplary. The Unacceptable level is one in which the student has not demonstrated graduate level work and is equivalent to a letter grade range of F to C. Acceptable level is equivalent to a letter grade range of B- (minimal acceptance) to A- (acceptance with careful attention to detail). Exemplary level is intended to assess exemplary work and growth beyond the beginning teacher level with work that exceeds the requirements and is equivalent to a letter grade of A to A +.

Students demonstrate mastery of RI Beginning Teacher Standards and Library Media Standards, and mastery of all four roles of library media specialist as:

1. Teacher.
2. Information Specialist.
3. Instructional Partner.
4. Program Manager as demonstrated in LSC 596. Mastery of both RIBTS and four roles of LMS are documented with evidence in students’ portfolios.

Students who successfully complete LSC 596 including their practicum placements and demonstrate mastery of the Rhode Island Beginning Teacher Standards as evidenced in their portfolio/e-folio are recommended for certification as library media specialists K-12. The coordinator of the school library media program forwards names of candidates who have completed all of the MLIS or TCP requirements for the school library media program to the Office of Teacher Education for letters acknowledging their completion of a state approved program in library media K-12 in Rhode Island. Students take the PRAXIS II exam and forward their scores to the Office of Teacher Education and the Rhode Island Department of Education and complete their certification application upon completion of the program.

Students follow a program of study of required courses plus two electives (6 credits) usually taken in education, technology, or library media related courses and demonstrate mastery of the RI Beginning Teacher Standards with evidence from their course work and field work in their portfolios. The program and course requirements encourage collaboration by assigning group projects and breakout activities in class, and WebCT discussions. Students are assigned as "teachers of the week" in LSC 533 and LSC 520. In LSC 530, 531 and 533, students assess and evaluate information resources and children’s and young adult literature and identify developmental appropriateness of resources for children and young adults. In LSC 557, students research and assess a library or media center’s performance (which might be measured by its contribution to student achievement). Professional ethics are incorporated in all courses.

The forty-two (42) hour master's program requirements for the school library media specialization are:

LSC 502: Management of Library and Information Sources

LSC 504: Reference & Information Services

LSC 505: Organization of Information

LSC 508: Introduction to Information Science & Technology

LSC 557: Research and Evaluation in Library and Information Science

LSC 530: Reading Interests of Children, and

LSC 531: Reading Interests of Young Adults

LSC 528 Media in the Library,

Or

LSC 529 Theory and Production of Library Media

LSC 520: School Library Media Services (must be taken in the summer or Fall prior to practium.)

LSC 596 School Library Media Practicum and Seminar (to be taken in the final spring semester.) Includes 150 hours/5 weeks in an Elementary School and 150 hours / 5 weeks in a Secondary School. In addition biweekly seminar classes are scheduled for discussion, shared experiences, reading and reflection on education practices and experiences.

6. Six (6) hours of electives

Students meet the initial proficiencies in technology via a competency checklist administered to all entering students and continue to develop their technology skills throughout all courses including the following examples from required courses:

LSC 502 Students use technology in presenting case study analyses using PowerPoint and PictureTel (interactive video television).

LSC 508: Students use technologies such as WebCT, database management systems, operating systems, and the HTML language to develop instructional and administrative programs.

LSC 520: Students use technology including PowerPoint, evaluation of web resources and search engines during class presentations of instructional units with student as "teacher."

LSC 528 and 529: Students use technologies such as multimedia production tools (Video, PowerPoint, HyperStudio, QuickTime, iMovie) to develop instructional programs and present to class as "teacher."

LSC 596: Students use technology to teach, to give professional development workshops, to model and demonstrate how to use technology, as well as to evaluate web resources for both teachers and students in their field placement schools.

Students also use technology in elective courses such as:

LSC533: Students create web pages and using website development tools (HTML, FrontPage, DreamWeaver, Composer) to develop instructional and administrative programs and evaluate appropriate web resources.

LSC 548: Students use technologies such as website development tools (HTML, FrontPage, DreamWeaver, Composer) to develop instructional and administrative programs.

In addition, students meet our technology goals, objectives, and educational outcomes (See Introduction.). Students take a required comprehensive exam at the end of their MLIS program that incorporates technology questions.

Students are introduced to research in all courses, especially LSC 557. Students learn educational theory in sequence (i.e. LSC 528, 520 and 596). Students apply educational theory at their field sites in LSC 596. In LSC 596 in Spring 2002, students volunteered to participate in a research study sponsored by the Rhode Island Educational Media Association (RIEMA) to evaluate the influence of School Library Media Programs on student achievement.

Some other examples include:

LSC 508: Communication and information theories are presented, discussed and used to solve problems in information services.

LSC 520, 528 and 529: Instructional design theory, instructional development theory, instructional motivational theory and learning theory are presented, discussed and used in the design of instructional materials and learning units incorporating a variety of media and technology.

Students design instructional units and lessons by identifying the developmental needs of a hypothetical level of students and present, implement, and evaluate a variety of media resources to meet a span of reading, listening, and viewing levels of students in class in LSC 520.

In LSC 528 and 529, instructional design theory, instructional development theory, instructional motivational theory and learning theory are presented and discussed and then, students use them in the design of instructional materials.

In LSC 596, students apply theories and teach using a wide range of library media resources to meet the needs of all students in their field placement schools. They contemplate on the process, knowledge and growth of their students in their daily logs, reflections on lessons, and in their journal entries.

School library media specialists and teachers as guest lecturers, including special needs teachers introduce students in the GSLIS School Library Media Program to practice. Students are required to perform a minimum of three observations of School Library Media Programs in LSC 520, and then volunteer a minimum of four hours per week in two schools during the Fall semester prior to their practicum. The capstone experience for our students is completing LSC 596, which requires two practicum field experiences in both an elementary and secondary school for a total of 300 contact hours. In LSC 596 students have 300 hrs. in two field placements (150 hours in elementary and 150 hours in secondary). Thus, with formal placements in two field schools, students have the opportunity to teach all levels and developmental abilities and are committed to providing resources and learning activities for all students in these schools to succeed in the library and meet the information literacy standards by integrating them into the content standards. Students have the opportunity to become an instructional partner by collaborating with classroom teachers to integrate standards at both elementary and secondary levels. Students reflect on and discuss these experiences in the seminar portion of this course.

Students complete clinical experience in at least two schools with diverse students. The practicum field sites are chosen to provide students with good learning environments and to ensure their mentors are extraordinary library media specialists who are instructional leaders in their schools and have completed the Rhode Island Beginning Teacher Standards. Students work with teachers to adapt lessons to meet the needs of all students.

The School Library Media Coordinator of this New England Regional Program maintains a database of field sites throughout New England where practice is consistent with INTASC or the RI Beginning Teacher Standards. In addition to close supervision and evaluation by the cooperating library media specialist, the University supervisor visits each student twice to ensure that the students are meeting the beginning teacher standards and are fulfilling all four roles of the LMS by demonstrating competencies on the evaluation. (See the "Guidelines for a Good Practicum Experience," along with the syllabus for LSC 596, included in the Appendix.)

(See 2.06 and 2.07. See also evaluation tools and "Guidelines for a Good Practicum Experience" in the Appendix.)

In addition, the University of Rhode Island School of Education (SOE) offers workshops and training for prospective cooperating media specialists in the RIBTS.

The School Library Media Coordinator maintains an up to date database of sites where practice is consistent with INTASC or RI Beginning Teacher Standards and cooperating teachers participate in GSLIS continuing professional development seminars in collaboration with the School of Education and the PT-3 Grant and in collaboration with professional groups, such as RIEMA and RILA.

The School Library Media Coordinator and the LSC 596 supervisor maintain collegial and supportive relationships to implement RIEMA standards in schools for information literacy. In addition, the coordinator is co-chairing a research project evaluating Rhode Island’s library media programs and their influence on student achievement.

URI is accredited by NEASC. GSLIS is accredited by ALA, NCATE and NASDTEC.

All eight full-time GSLIS faculty are qualified and involved in teaching, scholarship, service and professional development (see attached list and curriculum vitae in Appendix). In addition, we have excellent adjunct teachers including ten faculty who teach required courses in the school library media program.

(See 3.02. See attached list and curriculum vitae in the Appendix.)

GSLIS has two full-time dedicated school library media faculty, Profs. Cheryl McCarthy and Naomi Caldwell, who are directly involved in K-12 practice through supervision of practicum students and collaborations with the practitioners at these sites. Prof. Gale Eaton has also provided storytelling in the Providence public schools.

GSLIS has eight full-time faculty. Seven out of eight full-time faculty have participated as Fellows in the School of Education PT3 Grant with involvement and collaborations with K-12 faculty Fellows participating in the grant project.

(See 3.02.) Mentors are provided for new faculty members. Travel money is provided to present papers at conferences. IDP, fellows, and sabbaticals are also provided and encouraged for faculty development. The GSLIS has a Faculty Development Committee to address these concerns.

GSLIS has its own computer lab located in Room 107 in the University Library. It contains sixteen Dell computers, four Macintosh computers, a video and LCD projector, audio cassette deck, CD/DVD player, and sound system. It is used for class presentations as well as individual use by GSLIS students.

At least ten other computer labs are available on the URI campuses for student use and several are available for faculty to reserve for class use. Two of the computer labs are designed for multimedia production and contain advanced software for designing multimedia and hypermedia presentations.

GSLIS also owns technology for presenting materials in its classrooms. Two classrooms are located in Rodman Hall. Both contain chalkboards and projection screens. The Internet is also available in each classroom The equipment includes a multimedia cart with a Dell computer, color monitor, video projector and sound system, video cassette recorder, color television, a VHS camcorder, digital camcorder, digital still camera, four SLR photographic cameras, 16mm film projector, two overhead projectors, sound filmstrip projector, opaque projector, slide projector, two audio cassette recorders, and a portable projection screen.

The Office of Information Services also loans equipment for classroom use. GSLIS faculty and students can borrow equipment such as audio cassette recorders, stereo players, photographic cameras, VHS camcorders, digital cameras, document cameras, CD players, CD players with amplifier and speakers, both Dell PC and Macintosh computers and laptop computers, conference telephones, closed caption decoders, DVD/CD players, laserdisc players, overhead projectors, public address systems, projection screens, multimedia and video/computer projectors.

GSLIS created educational outcomes consistent with INTASC, National Board for Professional Teaching Standards for Library Media Specialists (NBPTS), and RI Beginning Teacher Standards.

*See Introduction for description of program, objectives, goals and outcomes.

GSLIS faculty "model" RI Beginning Teacher Standards and National Board Professional Teaching Standards for Library Media Specialists.

(See curriculum vitae in the Appendix for listings of faculty accomplishments in teaching, research, and service to the profession.)

The School Library Media Coordinator recruited and helped one minority (African-American) school library media student to obtain an American Library Association Spectrum Scholarship and supported her development throughout the program and beyond graduation in May 2001.

GSLIS has also developed programs (Project Prism, Prism Associates) that recruit and support students from underrepresented ethnic groups to obtain an MLIS degree. At least one of the PRISM graduates has indicated a desire to work in a School Library Media Program. GSLIS has representatives of ethnic professional organizations such as REFORMA and the Black Caucus on its Advisory Committee, and those representatives help us to develop strategies for recruiting and retaining minority students. GSLIS promotes scholarship opportunities for minority students that are available through professional organizations and other sources.

GSLIS faculty represent diverse groups, including one African-American, one Native-American, and one Chinese-American.

The GSLIS program recruits, seeks to hire, and provides support to retain a higher education faculty that is representative of our diverse society. GSLIS gives high priority to the recruitment and retention of a diverse faculty. Goal 2 of the GSLIS is: "To provide a dedicated, talented, and diverse faculty who contribute to the profession, the academic community, and society through teaching, research, and service."

The school’s Faculty Recruitment and Retention Plan, adopted in April 2001, covers both full-time and adjunct faculty, and stresses the recruitment and retention of a diverse faculty. The school has eight full-time members. In addition, one part-time full professor serves the University as Vice Provost for Information Services and Dean of University Libraries; and the school has a pool of over thirty active adjunct faculty members. The composition of the school’s tenured and tenure-track faculty consists of four men and five women, including three women of color. Four faculty members (50% of those in full-time tenure-track positions) have received tenure and promotion within the last four years. Three of those four (75%) are female; two (50%) are women of color. The school’s newest tenure-track faculty member, whose appointment started in Spring 2000, is a Native American woman, and works as a full-time supervisor and advisor in the School Library Media Program.

There is a strong sense of collegiality among all GSLIS faculty members. Collegial mentoring, joint publications, and collaboration between full-time and adjunct faculty are examples of this collegiality. Tenure-track faculty meet on a biweekly basis during the academic year, and joint meetings of tenure-track and adjunct faculty members are held once each semester. The school has a standing Faculty Development Committee that began functioning during the 2000-2001 academic year. Faculty members are very active in professional associations and participate in a variety of professional development activities. Three GSLIS faculty members have been URI Multicultural Faculty Fellows, and seven of our eight full-time faculty members have participated as fellows in the School of Education’s Preparing Tomorrow’s Teachers through Technology Grant (PT 3).

GSLIS integrates multicultural resources/activities in Diversity Workshops and curriculum, and offers a course in multicultural resources (LSC 525).

Approved programs incorporate multicultural and global perspectives into general and pedagogical studies.

GSLIS follows assessment system of URI for faculty. GSLIS assesses students throughout the program based on stated goals, objectives, and educational outcomes. School library media students are continuously assessed throughout the program for their readiness for practicum internship and knowledge of and mastery of the RIBTS. Students complete a portfolio that demonstrates their mastery of the RIBTS and the four roles of the LMS. Students are assessed on their work for each course based on the stated course objectives and criteria established in the syllabus.

The school library media courses use rubrics with clearly stated criteria for evaluation. Students are also asked to reflect on their practice in LSC 596 (Practicum and Seminar) and complete self-assessments. Cooperating Media Specialists complete evaluations of students, and progress is jointly evaluated with the University Supervisor during site visits. All policies, practices, and instruments are fair to all students. Please refer to sections 1.04 and 1.05 for steps 3 and 4 of the continuous assessment process and at http://www.uri.edu/artsci/lsc/schoollibmedia.html.